Strategies for Reading in the Human Services Classroom

Presented By:
Carmen D. Mott
Cordova High School
Cordova, TN

Three (3) Important Questions

1.

Why are some students struggling with

reading?

2.

Do you feel there is a reading problem or

comprehension problem?

3.

Do our CTE textbooks contribute to the

problem?

Presentation Objectives
Educators will acquire three literacy strategies at this
interactive session for pre, during, and post reading.
Through demonstration, modeling, and lecture, strategies
will be understood for use in the Human Services classroom.

The Strategies
Pre Reading Strategy- K-W-L Chart
During Reading Strategy- ReQuest (Reciprocal Questioning)
Post Reading Strategy- Graphic Organizers

The Four Be-s

BE Involved
BE Present
BE Respectful of Others
BE Relaxed

Fast Food Nation

(See Handout)

Pre-Reading: K-W-L Chart

Represents a 3 step procedure to help teachers become more
responsible to helping students access appropriate knowledge when
reading expository text. Amanda Canary
K- What do you know about (Before reading, brainstorm to
generate responses about what you will be reading.)
W- What do you want to learn about (Have students tell you what
they would like to know about the topicREAD)
L- What did you learn (Students provide what theyve learned
and what they still need answered.)

Pre-Reading: K-W-L Chart

Why K-W-L Charts Work

Demonstrates importance of a readers background

knowledge in understanding a text.
Engages students interest before the beginning of reading.
Asks for brainstorming and generating and organizing of
ideas.
Follows up with what the student has learned and guides
further reading.

During Reading Strategy: Reciprocal

Questioning
Activating and building background knowledge; making predictions and
raising questions.- Vacca & Vacca

Students and teacher read a common segment of the text silently

Teacher closes text and is questioned about the text by the students
Roles then exchange; teacher now questions students
Repeat for a new segment of text
When students have processed enough information to make predictions,
teach then asks prediction questions **Speculations encouraged.**
Students read remaining portion of selection silently
Teacher facilitates follow up discussion

During Reading Strategy: Reciprocal

Questioning
Why Reciprocal Questioning Works
Encourages students to ask their own questions about text.
Activates background knowledge
Students apply background knowledge to generate
predictions.

During Reading Strategy: Reciprocal

Questioning
WARNING:
Be cautious of students asking questions verbatim of ones
already used.
Provide a question generating guide for students.
Teacher role as facilitator to provide model for students.

Post Reading Strategy: Graphic Organizers

To identify main ideas; organizing and transforming.Zimmerman & Pons
Refer to segment of text read in class or can be done with
multiple chapters of text.
Students can develop their own maps appropriate to the
reading material or teacher can provide a map.

Questions, Comments, Concerns

Resources
Canary, A. (2001). The Importance of Reading in Family
and Consumer Sciences. Ellensburg, WA: Central
Washington University
Schlosser, E. (2002). Fast Food Nation. London, England:
Penguin Books.
Rice, C. (2008). How Do You Expect Me to Teach Reading
and Writing? Teacher Handbook. Nashville, NC:
Northeast CTE Region.